Objective One: Students will define self-regulation in young children and describe strategies that can be used in an early childhood classroom to aid children in their ability to self-regulate.
READ the article "Self-Regulation: Cornerstone of Early Childhood Development"(Young Children(July 2006) and reflect on reading
Reflect on the article and answer the following questions:
1. What is meant by 'external supports' as a child develops in his/her ability to self-regulate?
2. How does a child's temperament impact his/her ability to self-regulate?
3. Describe, in your own words, the term 'goodness of fit' and how 'goodness of fit' might aid teachers in selecting strategies to facilitate children as they develop their ability to self-regulate.
Watch the video segment on ‘Using Pictures to Enhance Activities’ (2.5 min.)
Describe the strategies that were being used in the video, and discuss how those activities would be helpful for children who experience sensory disorders. If you are working with children, choose one visual aid to implement in your classroom and report back on the outcome.
If you are not currently working with children, read Sarah’s story below and choose one visual aid to create and explain how you would use that aid to create a sense of order and calm for Sarah in the following scenario:
Sarah is a child with many sensory issues. She tends to be hyper-sensitive to noise, new textures or foods and does not like changes. Sara has a difficult time with transitions from one activity to another and will continually ask her teachers, ‘When is lunch?’ or ‘When do we go outside?’ throughout the day. Her pre-occupation with when activities will occur keeps her from joining in and choosing appropriate activities for the current scheduled time, such as center time. What visual aid could you create to help her? Explain how you would use it to help Sarah.
Objective: Students will describe strategies for working with young children with challenging behavior, including prevention skills, replacement skills, and the use of visual strategies in the early childhood classroom.
Resource:Center for Social Emotional Foundations for Early Learning
First READ: Practical Strategies for Teachers: Tools that Encourage Young Children's Social /Emotional Development
Assignment One
Objective One: Students will define self-regulation in young children and describe strategies that can be used in an early childhood classroom to aid children in their ability to self-regulate.
READ the article "Self-Regulation: Cornerstone of Early Childhood Development" (Young Children(July 2006) and reflect on reading
(This link will take you to the article)
http://www.naeyc.org/yc/pastissues/2006/julyReflect on the article and answer the following questions:
1. What is meant by 'external supports' as a child develops in his/her ability to self-regulate?
2. How does a child's temperament impact his/her ability to self-regulate?
3. Describe, in your own words, the term 'goodness of fit' and how 'goodness of fit' might aid teachers in selecting strategies to facilitate children as they develop their ability to self-regulate.
Activity B: Understanding sensory processing
Resource:
1, READ: Handouts (Lickey 2011)
Lickey Sensory Processing Checklist and Strategies.docx
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2. Watch the video: What is Sensory Processing Disorder? http://www.youtube.com/watch?NR=1&v=6O6Cm0WxEZA&feature=endscreen
Resource: Kids Included Together
Video online:
Watch the video segment on ‘Using Pictures to Enhance Activities’ (2.5 min.)
Describe the strategies that were being used in the video, and discuss how those activities would be helpful for children who experience sensory disorders. If you are working with children, choose one visual aid to implement in your classroom and report back on the outcome.
If you are not currently working with children, read Sarah’s story below and choose one visual aid to create and explain how you would use that aid to create a sense of order and calm for Sarah in the following scenario:
Sarah is a child with many sensory issues. She tends to be hyper-sensitive to noise, new textures or foods and does not like changes. Sara has a difficult time with transitions from one activity to another and will continually ask her teachers, ‘When is lunch?’ or ‘When do we go outside?’ throughout the day. Her pre-occupation with when activities will occur keeps her from joining in and choosing appropriate activities for the current scheduled time, such as center time. What visual aid could you create to help her? Explain how you would use it to help Sarah.
205 Assignment one Rubric
Chd 205 Assignment Two
Objective: Students will describe strategies for working with young children with challenging behavior, including prevention skills, replacement skills, and the use of visual strategies in the early childhood classroom.
Resource: Center for Social Emotional Foundations for Early Learning
http://csefel.vanderbilt.edu/resources/pdf/practical_strategies.pdf
Then, go to the CSEFEL website: http://csefel.vanderbilt.edu/resources/strategies.html
Choose one to explore in each of these three areas:
(i) Scripted Stories for Social Situations;
(ii) Book Nook; and
(iii)Teaching Social Skills.
Suggested Activity:
Over the next 2 weeks, try each activity with young children, and write a report detailing your project.